UNIT CONVERSION FACTORS

Length Acceleration
1 m = 100 cm = 1000 mm = 106 mm = 109 nm 1 m>s2 = 100 cm>s2 = 3.281 ft>s2
1 km = 1000 m = 0.6214 mi 1 cm>s2 = 0.01 m>s2 = 0.03281 ft>s2
1 m = 3.281 ft = 39.37 in. 1 ft>s2 = 0.3048 m>s2 = 30.48 cm>s2
1 cm = 0.3937 in. 1 mi>h # s = 1.467 ft>s2
1 in. = 2.540 cm
1 ft = 30.48 cm
1 yd = 91.44 cm Mass
1 mi = 5280 ft = 1.609 km 1 kg = 103 g = 0.0685 slug
1 Å = 10-10 m = 10-8 cm = 10-1 nm 1 g = 6.85 * 10-5 slug
1 nautical mile = 6080 ft 1 slug = 14.59 kg
1 light@year = 9.461 * 1015 m 1 u = 1.661 * 10-27 kg
1 kg has a weight of 2.205 lb when g = 9.80 m>s2

Area
Force
1 cm2 = 0.155 in.2
1 N = 105 dyn = 0.2248 lb
1 m2 = 104 cm2 = 10.76 ft2
1 lb = 4.448 N = 4.448 * 105 dyn
1 in.2 = 6.452 cm2
1 ft2 = 144 in.2 = 0.0929 m2
Pressure
1 Pa = 1 N>m2 = 1.450 * 10-4 lb>in.2 = 0.0209 lb>ft2
Volume 1 bar = 105 Pa
1 liter = 1000 cm3 = 10-3 m3 = 0.03531 ft3 = 61.02 in.3 1 lb>in.2 = 6895 Pa
1 ft3 = 0.02832 m3 = 28.32 liters = 7.477 gallons 1 lb>ft2 = 47.88 Pa
1 gallon = 3.788 liters 1 atm = 1.013 * 105 Pa = 1.013 bar
= 14.7 lb>in.2 = 2117 lb>ft2
1 mm Hg = 1 torr = 133.3 Pa
Time
1 min = 60 s
1h = 3600 s Energy
1d = 86,400 s 1 J = 107 ergs = 0.239 cal
1y = 365.24 d = 3.156 * 107 s 1 cal = 4.186 J 1based on 15° calorie2
1 ft # lb = 1.356 J
1 Btu = 1055 J = 252 cal = 778 ft # lb
Angle 1 eV = 1.602 * 10-19 J
1 rad = 57.30° = 180°>p 1 kWh = 3.600 * 106 J
1° = 0.01745 rad = p>180 rad
1 revolution = 360° = 2p rad
1 rev>min 1rpm2 = 0.1047 rad>s Mass–Energy Equivalence
1 kg 4 8.988 * 1016 J
1 u 4 931.5 MeV
Speed 1 eV 4 1.074 * 10-9 u
1 m>s = 3.281 ft>s
1 ft>s = 0.3048 m>s
1 mi>min = 60 mi>h = 88 ft>s Power
1 km>h = 0.2778 m>s = 0.6214 mi>h 1 W = 1 J>s
1 mi>h = 1.466 ft>s = 0.4470 m>s = 1.609 km>h 1 hp = 746 W = 550 ft # lb>s
1 furlong>fortnight = 1.662 * 10-4 m>s 1 Btu>h = 0.293 W
APPLICATIONS
CHAPTER 1 CHAPTER 17 CHAPTER 32
Scalar Temperature, Vector Wind 10 BIO Mammalian Body Temperatures  545 BIO Ultraviolet Vision 1052
BIO Fur Versus Blubber  562 BIO Electromagnetic Plane Waves
CHAPTER 2
from Space 1058
BIO Testing Humans at High Accelerations 46 CHAPTER 18 BIO Laser Surgery 1063
BIO Respiration and the Ideal-Gas Equation  581
CHAPTER 3
BIO Activation Energy and Moth Activity  599 CHAPTER 33
BIO Horses on a Curved Path 70 BIO Transparency and Index of Refraction 1082
The Moons of Jupiter 82 CHAPTER 19 Circular Polarization and 3-D Movies 1096
Watch Out: Tight Curves Ahead! 84 BIO The First Law of Exercise Birefringence and Liquid Crystal Displays 1097
Relative Velocities near the Speed of Light  87 Thermodynamics  619 BIO Bee Vision and Polarized Light from
BIO Exhaling Adiabatically  630 the Sky 1098
CHAPTER 4
Sledding with Newton’s First Law 105 CHAPTER 20 CHAPTER 34
Blame Newton’s Second Law 116 BIO Biological Efficiency  645 Satellite Television Dishes 1117
BIO Entropy Changes in a Living Organism  664 Inverting an Inverted Image 1137
CHAPTER 5
Polymers Coil in Solution  668 BIO Focusing in the Animal Kingdom 1139
Static Friction and Windshield Wipers 143
BIO Pollen and Fluid Resistance 147 BIO The Telephoto Eyes of Chameleons 1142
CHAPTER 21
BIO Circular Motion in a Centrifuge 154 BIO Electric Forces, Sweat, and Cystic Fibrosis  685 CHAPTER 35
BIO Sharks and the “Sixth Sense”  690 BIO Phase Difference, Path Difference, and
CHAPTER 6
BIO A Fish with an Electric Dipole Moment  704 Localization in Human Hearing 1162
BIO Work and Muscle Fibers 173
BIO Tendons Are Nonideal Springs 184 BIO Interference and Butterfly Wings 1175
CHAPTER 22
BIO Muscle Power 187 BIO Seeing Below the Surface with
BIO Flux Through a Basking Shark’s Mouth  723 Interferometry1176
CHAPTER 7 BIO Charge Distribution Inside a Nerve Cell  734
BIO Converting Gravitational Potential Why Lightning Bolts Are Vertical  736 CHAPTER 36

Energy to Kinetic Energy 203 BIO Detecting DNA with Diffraction 1199
CHAPTER 23
BIO Elastic Potential Energy of a Cheetah 212 Bigger Telescope, Better Resolution 1203
BIO Electrocardiography 755
Nonconservative Forces and Internal Energy BIO The Airy Disk in an Eagle’s Eye 1205
BIO Electron Volts and Cancer Radiotherapy  757
in a Tire 218 BIO Potential Gradient Across a Cell CHAPTER 37
Topography and Potential Energy Gradient 221 Membrane  768 Which One’s the Grandmother? 1227
Acrobats in Equilibrium 223 Relative Velocity and Reference Frames 1233
CHAPTER 24
CHAPTER 8 Monitoring Mass-Energy Conversion 1241
Touch Screens and Capacitance  787
BIO Woodpecker Impulse 237 Capacitors in the Toolbox  795 CHAPTER 38
Finding Planets Beyond Our Solar System 256 BIO Dielectric Cell Membrane  798 BIO Sterilizing with High-Energy Photons 1259
BIO Jet Propulsion in Squids 257 Smartphones, Capacitors, and Dielectrics 800 BIO X-Ray Absorption and Medical Imaging 1262
CHAPTER 9
Butterfly Hunting with Heisenberg 1269
CHAPTER 25
BIO Rotational Motion in Bacteria 277 BIO Resistivity and Nerve Conduction  818 CHAPTER 39
BIO Moment of Inertia of a Bird’s Wing 283 BIO Danger: Electric Ray!  824 Using Spectra to Analyze an Interstellar
CHAPTER 10
Gas Cloud 1285
CHAPTER 26 BIO Fish Fluorescence 1292
BIO Combined Translation and Rotation 309 BIO Electromyography  855 BIO Blackbody Eyes 1304
BIO Rolling for Reproduction 314 BIO Pacemakers and Capacitors  860 Star Colors and the Planck Radiation Law 1305
CHAPTER 11 CHAPTER 27 CHAPTER 40
BIO Young’s Modulus of a Tendon 346 BIO Spiny Lobsters and Magnetic Particles in a Polymer “Box”  1332
BIO Bulk Stress on an Anglerfish 348 Compasses  880 BIO Electron Tunneling in Enzymes 1341
CHAPTER 12 BIO Magnetic Fields of the Body 882
BIO Magnetic Resonance Imaging 898 CHAPTER 41
BIO Liquid Cohesion in Trees 367
BIO Exercise Machines and the Hall Effect 905 BIO Electron Spins and Dating Human
BIO Gauge Pressure of Blood 371
Origins 1380
BIO Why Healthy Giraffes Have High CHAPTER 28 BIO Electron Configurations and Bone
Blood Pressure 379 Currents and Planetary Magnetism 922 Cancer Radiotherapy 1388
BIO Listening for Turbulent Flow 383 BIO Magnetic Fields for MRI 929 X Rays in Forensic Science 1392
CHAPTER 13 BIO Ferro Magnetic Nanoparticles
Walking and Running on the Moon 400 for Cancer Therapy 941 CHAPTER 42
BIO Molecular Zipper 1408
BIO Biological Hazards of Interplanetary Travel 409
CHAPTER 29 BIO Using Crystals to Determine Protein
CHAPTER 14 BIO Exploring the Brain with Induced emfs 954 Structure 1413
BIO Wing Frequencies 430 Eddy Currents Help Power Io’s Volcanoes 970 BIO Swallow This Semiconductor Device 1429
BIO Forced Oscillations  452
CHAPTER 30 CHAPTER 43
BIO Canine Resonance  453
Inductors, Power Transmission, and Lightning Using Isotopes to Measure Ancient Climate 1441
CHAPTER 15 Strikes992 BIO Deuterium and Heavy Water Toxicity 1445
BIO Waves on a Snake’s Body  465 A Magnetic Eruption on the Sun 997 BIO A Radioactive Building 1462
BIO Eating and Transverse Waves  477 BIO Making Radioactive Isotopes for
CHAPTER 31
BIO Surface Waves and the Swimming Medicine 1467
BIO Measuring Body Fat by Bioelectric
Speed of Ducks  478
Impedance Analysis 1028 CHAPTER 44
CHAPTER 16 BIO Dangers of ac Versus dc Voltages 1036 BIO Pair Annihilation in Medical Diagnosis 1483
BIO Hearing Loss from Amplified Sound  506 When dc Power Transmission Is Better BIO Linear Accelerators in Medicine 1485
BIO Resonance and the Sensitivity of the Ear  519 than ac1038 BIO A Fossil Both Ancient and Recent 1508
ABOUT THE AUTHORS
Roger A. Freedman is a Lecturer in Physics at the University of California, Santa Barbara. He
was an undergraduate at the University of California campuses in San Diego and Los Angeles
and did his doctoral research in nuclear theory at Stanford University under the direction of Pro-
fessor J. Dirk Walecka. Dr. Freedman came to UCSB in 1981 after three years of teaching and
doing research at the University of Washington.
At UCSB, Dr. Freedman has taught in both the Department of Physics and the College of
Creative Studies, a branch of the university intended for highly gifted and motivated under-
graduates. He has published research in nuclear physics, elementary particle physics, and laser
physics. In recent years, he has worked to make physics lectures a more interactive experience
through the use of classroom response systems and pre-lecture videos.
In the 1970s Dr. Freedman worked as a comic book letterer and helped organize the San
Diego Comic-Con (now the world’s largest popular culture convention) during its first few
years. Today, when not in the classroom or slaving over a computer, Dr. Freedman can be found
either flying (he holds a commercial pilot’s license) or with his wife, Caroline, cheering on the
rowers of UCSB Men’s and Women’s Crew.

IN MEMORIAM: HUGH YOUNG (1930–2013)

Hugh D. Young was Emeritus Professor of Physics at Carnegie Mellon University. He earned
both his undergraduate and graduate degrees from that university. He earned his Ph.D. in fun-
damental particle theory under the direction of the late Richard Cutkosky. Dr. Young joined the
faculty of Carnegie Mellon in 1956 and retired in 2004. He also had two visiting professorships
at the University of California, Berkeley.
Dr. Young’s career was centered entirely on undergraduate education. He wrote several
­undergraduate-level textbooks, and in 1973 he became a coauthor with Francis Sears and Mark
Zemansky of their well-known introductory textbooks. In addition to his role on Sears and
Zemansky’s University Physics, he was the author of Sears and Zemansky’s College Physics.
Dr. Young earned a bachelor’s degree in organ performance from Carnegie Mellon in
1972 and spent several years as Associate Organist at St. Paul’s Cathedral in Pittsburgh.
He often ventured into the wilderness to hike, climb, or go caving with students in Carn-
egie Mellon’s Explorers Club, which he founded as a graduate student and later advised.
Dr. Young and his wife, Alice, hosted up to 50 students each year for Thanksgiving dinners
in their home.
Always gracious, Dr. Young expressed his appreciation earnestly: “I want to extend my
heartfelt thanks to my colleagues at Carnegie Mellon, especially Professors Robert Kraemer,
Bruce Sherwood, Ruth Chabay, Helmut Vogel, and Brian Quinn, for many stimulating dis-
cussions about physics pedagogy and for their support and encouragement during the writing
of several successive editions of this book. I am equally indebted to the many generations of
Carnegie Mellon students who have helped me learn what good teaching and good writing are,
by showing me what works and what doesn’t. It is always a joy and a privilege to express my
gratitude to my wife, Alice, and our children, Gretchen and Rebecca, for their love, support,
and emotional sustenance during the writing of several successive editions of this book. May
all men and women be blessed with love such as theirs.” We at Pearson appreciated his profes-
sionalism, good nature, and collaboration. He will be missed.

A. Lewis Ford is Professor of Physics at Texas A&M University. He received a B.A. from Rice
University in 1968 and a Ph.D. in chemical physics from the University of Texas at Austin in
1972. After a one-year postdoc at Harvard University, he joined the Texas A&M physics fac-
ulty in 1973 and has been there ever since. Professor Ford has specialized in theoretical atomic
physics—in particular, atomic collisions. At Texas A&M he has taught a variety of undergradu-
ate and graduate courses, but primarily introductory physics.

iii
 TO THE STUDENT
HOW TO SUCCEED IN PHYSICS
BY REALLY TRYING
Mark Hollabaugh, Normandale Community College, Emeritus

Physics encompasses the large and the small, the old and the new. From the atom to galaxies,
from electrical circuitry to aerodynamics, physics is very much a part of the world around
us. You probably are taking this introductory course in calculus-based physics because it is
required for subsequent courses that you plan to take in preparation for a career in science or
engineering. Your professor wants you to learn physics and to enjoy the experience. He or she
is very interested in helping you learn this fascinating subject. That is part of the reason your
professor chose this textbook for your course. That is also the reason Drs. Young and Freedman
asked me to write this introductory section. We want you to succeed!
The purpose of this section of University Physics is to give you some ideas that will assist
your learning. Specific suggestions on how to use the textbook will follow a brief discussion of
general study habits and strategies.

PREPARATION FOR THIS COURSE

If you had high school physics, you will probably learn concepts faster than those who have not
because you will be familiar with the language of physics. If English is a second language for
you, keep a glossary of new terms that you encounter and make sure you understand how they
are used in physics. Likewise, if you are further along in your mathematics courses, you will
pick up the mathematical aspects of physics faster. Even if your mathematics is adequate, you
may find a book such as Edward Adelson’s Get Ready for Physics to be a great help for sharp-
ening your math skills as well as your study skills.

LEARNING TO LEARN
Each of us has a different learning style and a preferred means of learning. Understanding your
own learning style will help you to focus on aspects of physics that may give you difficulty and
to use those components of your course that will help you overcome the difficulty. Obviously
you will want to spend more time on those aspects that give you the most trouble. If you learn
by hearing, lectures will be very important. If you learn by explaining, then working with other
students will be useful to you. If solving problems is difficult for you, spend more time learning
how to solve problems. Also, it is important to understand and develop good study habits. Per-
haps the most important thing you can do for yourself is set aside adequate, regularly scheduled
study time in a distraction-free environment.
Answer the following questions for yourself:
• Am I able to use fundamental mathematical concepts from algebra, geometry, and trig-
onometry? (If not, plan a program of review with help from your professor.)
• In similar courses, what activity has given me the most trouble? (Spend more time on
this.) What has been the easiest for me? (Do this first; it will build your confidence.)
• Do I understand the material better if I read the book before or after the lecture? (You
may learn best by skimming the material, going to lecture, and then undertaking an in-
depth reading.)
• Do I spend adequate time studying physics? (A rule of thumb for a class like this is to de-
vote, on average, 2.5 hours out of class for each hour in class. For a course that meets 5 hours
each week, that means you should spend about 10 to 15 hours per week studying physics.)
• Do I study physics every day? (Spread that 10 to 15 hours out over an entire week!) At
what time of the day am I at my best for studying physics? (Pick a specific time of the
day and stick to it.)
• Do I work in a quiet place where I can maintain my focus? (Distractions will break
your routine and cause you to miss important points.)

iv    
 HOW TO SUCCEED IN PHYSICS BY REALLY TRYING    v

WORKING WITH OTHERS

Scientists or engineers seldom work in isolation from one another but rather work coopera-
tively. You will learn more physics and have more fun doing it if you work with other students.
Some professors may formalize the use of cooperative learning or facilitate the formation of
study groups. You may wish to form your own informal study group with members of your
class. Use e-mail to keep in touch with one another. Your study group is an excellent resource
when you review for exams.

LECTURES AND TAKING NOTES

An important component of any college course is the lecture. In physics this is especially
­important, because your professor will frequently do demonstrations of physical principles,
run computer simulations, or show video clips. All of these are learning activities that will help
you understand the basic principles of physics. Don’t miss lectures. If for some reason you do,
ask a friend or member of your study group to provide you with notes and let you know what
­happened.
Take your class notes in outline form, and fill in the details later. It can be very difficult to
take word-for-word notes, so just write down key ideas. Your professor may use a diagram
from the textbook. Leave a space in your notes and add the diagram later. After class, edit your
notes, filling in any gaps or omissions and noting things that you need to study further. Make
references to the textbook by page, equation number, or section number.
Ask questions in class, or see your professor during office hours. Remember that the only
“dumb” question is the one that is not asked. Your college may have teaching assistants or peer
tutors who are available to help you with any difficulties.

EXAMINATIONS
Taking an examination is stressful. But if you feel adequately prepared and are well rested,
your stress will be lessened. Preparing for an exam is a continuous process; it begins the mo-
ment the previous exam is over. You should immediately go over the exam to understand any
mistakes you made. If you worked a problem and made substantial errors, try this: Take a piece
of paper and divide it down the middle with a line from top to bottom. In one column, write the
proper solution to the problem. In the other column, write what you did and why, if you know,
and why your solution was incorrect. If you are uncertain why you made your mistake or how
to avoid making it again, talk with your professor. Physics constantly builds on fundamental
ideas, and it is important to correct any misunderstandings immediately. Warning: Although
cramming at the last minute may get you through the present exam, you will not adequately
retain the concepts for use on the next exam.

Standard, Extended,
and Three-Volume Editions
With Mastering Physics:
• Standard Edition: Chapters 1–37
(ISBN 978-0-135-64663-2)
• Extended Edition: Chapters 1–44
(ISBN 978-0-135-15970-5)
Without Mastering Physics:
• Standard Edition: Chapters 1–37
(ISBN 978-0-135-21611-8)
• Extended Edition: Chapters 1–44
(ISBN 978-0-135-15955-2)
• Volume 1: Chapters 1–20
(ISBN 978-0-135-21672-9)
• Volume 2: Chapters 21–37
(ISBN 978-0-135-21612-5)
• Volume 3: Chapters 37–44
(ISBN 978-0-135-21673-6)
vi
TO THE INSTRUCTOR
PREFACE
In the years since it was first published, University Physics has always embraced change,
not just to include the latest developments in our understanding of the physical world, but
also to address our understanding of how students learn physics and how they study.
In preparing for this new Fifteenth Edition, we listened to the thousands of students
who have told us that they often struggle to see the connections between the worked ex-
amples in their textbook and problems on homework or exams. Every problem seems
different because the objects, situations, numbers, and questions posed change with each
problem. As a result, students experience frustration and a lack of confidence. By ­contrast,
expert problem-solvers categorize problems by type, based on the underlying principles.
Several of the revisions we have made therefore address this particular challenge by,
for example, helping students see the big picture of what each worked example is trying
to illustrate and allowing them to practice sets of related problems to help them identify
repeating patterns and strategies. These new features are explained in more detail below.
NEW TO THIS EDITION
• Worked example KEYCONCEPT statements appear at the end of every ­Example and
Conceptual Example, providing a brief summary of the key idea used in the s­ olution to
consolidate what was most important and what can be broadly applied to other prob-
lems, to help students identify strategies that can be used in future ­problems.
• KEY EXAMPLE ARIATION PROBLEMS in the new Guided Practice section at the
end of each chapter are based on selected worked examples. They build in difficulty
by changing scenarios, swapping the knowns and unknowns, and adding complexity
and>or steps of reasoning to provide the most helpful range of related problems that
use the same basic approach to solve. These scaffolded problem sets help students see
patterns and make connections between problems that can be solved using the same un-
derlying principles and strategies so that they are more able to tackle different problem
types when exam time comes.
• Expanded Caution paragraphs focus on typical student misconceptions and problem
areas. Over a dozen more have been added to this edition based on common errors
made in MasteringTM Physics.
• Updated and expanded Application sidebars give students engaging and relevant
real-world context.
• Based on data from Mastering Physics and feedback from instructors, changes to
the homework problems include the following:
• Over 500 new problems, with scores of other problems revised to improve clarity.
• Expanded three-dot-difficulty and Challenge Problems significantly stretch
students by requiring sophisticated reasoning that often involves multiple steps or
concepts and>or mathematical skills. Challenge Problems are the most difficult
problems in each chapter and often involve calculus, multiple steps that lead stu-
dents through a complex analysis, and>or the exploration of a topic or application
not explicitly covered in the chapter.
• New estimation problems help students learn to analyze problem scenarios, assess
data, and work with orders of magnitude. This problem type engages students to
more thoroughly explore the situation by requiring them to not only estimate some
of the data in the problem but also decide what data need to be estimated based on
real-world experience, reasoning, assumptions, and>or modeling.
• Expanded cumulative problems promote more advanced problem-solving tech-
niques by requiring knowledge and skills covered in previous chapters to be inte-
grated with understanding and skills from the current chapter.
• Expanded alternative problem sets in Mastering Physics provide textbook-­specific
problems from previous editions to assign for additional student practice.
 PREFACE    vii

KEY FEATURES OF UNIVERSITY PHYSICS

• A QR code at the beginning of the new Guided Practice section in each chapter allows
students to use a mobile phone to access the Study Area of Mastering Physics, where
they can watch interactive videos of a physics professor giving a relevant physics dem-
onstration (Video Tutor Demonstrations) or showing a narrated and animated worked
Example (Video Tutor Solutions). All videos also play directly through links within the
Pearson eText.
• End-of-chapter Bridging Problems provide a transition between the single-concept
Examples and the more challenging end-of-chapter problems. Each Bridging Problem
poses a difficult, multiconcept problem that typically incorporates physics from earlier
chapters. The Solution Guide that follows each problem provides questions and hints
that help students approach and solve challenging problems with confidence.
• Deep and extensive problem sets cover a wide range of difficulty (with blue dots to in-
dicate relative difficulty level) and exercise both physical understanding and problem-
solving expertise. Many problems are based on complex real-life situations.
• This textbook offers more Examples and Conceptual Examples than most other lead-
ing calculus-based textbooks, allowing students to explore problem-solving challenges
that are not addressed in other textbooks.
• A research-based problem-solving approach (Identify, Set Up, Execute, Evaluate)
is used in every Example as well as in the Problem-Solving Strategies, in the Bridging
Problems, and throughout the Instructor’s Solutions Manual and the Study Guide. This
consistent approach teaches students to tackle problems thoughtfully rather than cut-
ting straight to the math.
• Problem-Solving Strategies coach students in how to approach specific types of p­ roblems.
• The figures use a simplified graphical style to focus on the physics of a situation, and
they incorporate blue explanatory annotations. Both techniques have been demon-
strated to have a strong positive effect on learning.
• Many figures that illustrate Example solutions take the form of black-and-white pencil
sketches, which directly represent what a student should draw in solving such ­problems
themselves.
• The popular Caution paragraphs focus on typical misconceptions and student
­problem areas.
• End-of-section Test Your Understanding questions let students check their grasp of
the material and use a multiple-choice or ranking-task format to probe for common
misconceptions. Answers are now provided immediately after the question in order to
encourage students to try them.
• Visual Summaries at the end of each chapter present the key ideas in words, equations,
and thumbnail pictures, helping students review more effectively.
Mastering™ is the teaching and learning platform that empowers you to reach every
­student. By combining trusted author content with digital tools developed to engage
­students and emulate the office-hour experience, Mastering personalizes learning and
­improves results for each student. Now providing a fully integrated experience, the eText
is linked to every problem within Mastering for seamless integration among homework
problems, practice problems, the textbook, worked examples, and more.
Reach every student with Mastering
• Teach your course your way: Your course is unique. Whether you’d like to build your
own auto-graded assignments, foster student engagement during class, or give students
anytime, anywhere access, Mastering gives you the flexibility to easily create your
course to fit your needs.
• With Learning Catalytics, you’ll hear from every student when it matters most.
You pose a variety of questions that help students recall ideas, apply concepts, and
develop critical-thinking skills. Your students respond using their own smartphones,
tablets, or laptops. You can monitor responses with real-time analytics and find out
what your students do—and don’t—understand. Then you can adjust your teach-
ing accordingly and even facilitate peer-to-peer learning, helping students stay
­motivated and engaged.
viii    PREFACE

• Expanded alternative problem sets, with hundreds of v­ etted problems from pre-
vious editions of the book, provide additional problem-solving practice and offer
instructors more options when creating assignments.
• Empower each learner: Each student learns at a different pace. Personalized learning,
including adaptive tools and wrong-answer feedback, pinpoints the precise areas where
each student needs practice and gives all students the support they need—when and
where they need it—to be successful.
• Interactive Pre-lecture Videos provide an introduction to key topics with embed-
ded assessment to help students prepare before lecture and to help professors iden-
tify student misconceptions.
• NEW! Quantitative Pre-lecture Videos now complement the conceptual Inter-
active Pre-lecture Videos designed to expose students to concepts before class
and help them learn how problems for a specific concept are worked.
• NEW! Direct Measurement Videos are short videos that show real situations of physi-
cal phenomena. Grids, rulers, and frame counters appear as overlays, helping students to
make precise measurements of quantities such as position and time. S­ tudents then apply
these quantities along with physics concepts to solve problems and answer questions
about the motion of the objects in the video. The problems are assignable in Mastering
Physics and can be used to replace or supplement t­raditional word problems; they can
also serve as open-ended questions to help develop problem-solving skills.
• NEW! Dynamic Study Modules help students study effectively—and at their own
pace. How? By keeping them motivated and engaged. The assignable modules rely
on the latest research in cognitive science, using methods—such as adaptivity, gami-
fication, and intermittent rewards—to stimulate learning and improve retention.
Each module poses a series of questions about a course topic. These question sets
adapt to each student’s performance and offer personalized, targeted feedback to
help students master key concepts.
• NEW! The Physics Primer relies on videos, hints, and feedback to refresh ­students’
math skills in the context of physics and prepares them for success in the course.
These tutorials can be assigned before the course begins or throughout the course as
just-in-time remediation. They ensure that students practice and m ­ aintain their math
skills, while tying together mathematical operations and ­physics ­analysis.
• Deliver trusted content: We partner with highly respected authors to develop i­ nteractive
content and course-specific resources that keep students on track and ­engaged.
• Video Tutor Demonstrations and Video Tutor Solutions tie directly to relevant
content in the textbook and can be accessed through Mastering Physics, via the eText,
or from QR codes in the textbook.
• Video Tutor Solutions (VTSs) for every worked example in the book walk stu-
dents through the problem-solving process, providing a virtual teaching assistant
on a round-the-clock basis.
• Video Tutor Demonstrations (VTDs) feature “pause-and-predict” demonstra-
tions of key physics concepts and incorporate assessment to engage students in
understanding key concepts. New VTDs build on the existing collection, adding
new topics for a more robust set of demonstrations.
• NEW! Enhanced end-of-chapter questions provide expanded remediation built
into each question when and where students need it. Remediation includes scaf-
folded support, links to hints, links to appropriate sections of the eText, links from
the eText to Mastering Physics, Video Tutor Solutions, math remediation, and
wrong-answer feedback for homework assignments. Half of all end-of-chapter prob-
lems now have wrong-answer feedback and links to the eText.
• NEW! Key Example Variation Problems, assignable in Mastering Physics, build
in difficulty by changing scenarios, swapping the knowns and unknowns, and add-
ing complexity and>or steps of reasoning to provide the most helpful range of r­ elated
problems that use the same basic approach to find their solutions.
• NEW! Bridging Problems are now assignable in Mastering Physics, thus pro-
viding students with additional practice in moving from single-concept worked
­examples to multi-concept homework problems.
 PREFACE    ix

• Improve student results: Usage statistics show that when you teach with Mastering,
student performance improves. That’s why instructors have chosen Mastering for over
15 years, touching the lives of more than 20 million students.

INSTRUCTIONAL PACKAGE
University Physics with Modern Physics, Fifteenth Edition, provides an integrated t­ eaching
and learning package of support material for students and instructors.

NOTE: For convenience, instructor supplements can be downloaded from the Instructor
Resources area of Mastering Physics.

Supplement Print
Mastering Physics
with Pearson eText
(ISBN 0135180678)
Instructor’s Solutions
Manual
(ISBN 0135275881)
Instructor’s Resource
Materials
Student’s Study ✓ Student
Guide>Solutions
Manual
Volume 1 (Chs 1–20)
(ISBN 0135216958)
Volume 2 (Chs 21–37)
(ISBN 013521694X)
Volume 3 (Chs 37–44)
(ISBN 013559202X)
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x    PREFACE

ACKNOWLEDGMENTS
I would like to thank the hundreds of reviewers and colleagues who have offered valuable
comments and suggestions over the life of this textbook. The continuing success of University
Physics is due in large measure to their contributions.

Miah Adel (U. of Arkansas at Pine Bluff), Edward Adelson (Ohio State U.), Julie Alexander
(Camosun C.), Ralph Alexander (U. of Missouri at Rolla), J. G. Anderson, R. S. Anderson, Wayne
Anderson (Sacramento City C.), Sanjeev Arora (Fort Valley State U.), Alex Azima (Lansing Comm.
C.), Dilip Balamore (Nassau Comm. C.), Harold Bale (U. of North Dakota), Arun Bansil
(Northeastern U.), John Barach (Vanderbilt U.), J. D. Barnett, H. H. Barschall, Albert Bartlett (U. of
Colorado), Marshall Bartlett (Hollins U.), Paul Baum (CUNY, Queens C.), Frederick Becchetti (U.
of Michigan), B. Bederson, David Bennum (U. of Nevada, Reno), Lev I. Berger (San Diego State
U.), Angela Biselli (Fairfield U.), Robert Boeke (William Rainey Harper C.), Bram Boroson
(Clayton State U.), S. Borowitz, A. C. Braden, James Brooks (Boston U.), Nicholas E. Brown
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Luis Obispo), Shane Burns (Colorado C.), A. Capecelatro, Michael Cardamone (Pennsylvania State
U.), Duane Carmony (Purdue U.), Troy Carter (UCLA), P. Catranides, John Cerne (SUNY at
Buffalo), Shinil Cho (La Roche C.), Tim Chupp (U. of Michigan), Roger Clapp (U. of South
Florida), William M. Cloud (Eastern Illinois U.), Leonard Cohen (Drexel U.), W. R. Coker (U. of
Texas, Austin), Malcolm D. Cole (U. of Missouri at Rolla), H. Conrad, David Cook (Lawrence U.),
Gayl Cook (U. of Colorado), Hans Courant (U. of Minnesota), Carl Covatto (Arizona State U.),
Bruce A. Craver (U. of Dayton), Larry Curtis (U. of Toledo), Jai Dahiya (Southeast Missouri State
U.), Dedra Demaree (Georgetown U.), Steve Detweiler (U. of Florida), George Dixon (Oklahoma
State U.), Steve Drasco (Grinnell C.), Donald S. Duncan, Boyd Edwards (West Virginia U.), Robert
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(Emory U.), A. Lewis Ford (Texas A&M U.), D. Frantszog, James R. Gaines (Ohio State U.),
Solomon Gartenhaus (Purdue U.), Ron Gautreau (New Jersey Institute of Technology), J. David
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James Gerhart (U. of Washington), N. S. Gingrich, J. L. Glathart, S. Goodwin, Rich Gottfried
(Frederick Comm. C.), Walter S. Gray (U. of Michigan), Paul Gresser (U. of Maryland), Benjamin
Grinstein (UC, San Diego), Howard Grotch (Pennsylvania State U.), John Gruber (San Jose State
U.), Graham D. Gutsche (U.S. Naval Academy), Michael J. Harrison (Michigan State U.), Harold
Hart (Western Illinois U.), Howard Hayden (U. of Connecticut), Carl Helrich (Goshen C.), Andrew
Hirsch (Purdue U.), Linda Hirst (UC, Merced), Laurent Hodges (Iowa State U.), C. D. Hodgman,
Elizabeth Holden (U. of Wisconsin, Platteville), Michael Hones (Villanova U.), Keith Honey (West
Virginia Institute of Technology), Gregory Hood (Tidewater Comm. C.), John Hubisz (North
Carolina State U.), Eric Hudson (Pennsylvania State U.), M. Iona, Bob Jacobsen (UC, Berkeley),
John Jaszczak (Michigan Technical U.), Alvin Jenkins (North Carolina State U.), Charles Johnson
(South Georgia State C.), Robert P. Johnson (UC, Santa Cruz), Lorella Jones (U. of Illinois), Manoj
Kaplinghat (UC, Irvine), John Karchek (GMI Engineering & Management Institute), Thomas Keil
(Worcester Polytechnic Institute), Robert Kraemer (Carnegie Mellon U.), Jean P. Krisch (U. of
Michigan), Robert A. Kromhout, Andrew Kunz (Marquette U.), Charles Lane (Berry C.), Stewart
Langton (U. of Victoria), Thomas N. Lawrence (Texas State U.), Robert J. Lee, Alfred Leitner
(Rensselaer Polytechnic U.), Frederic Liebrand (Walla Walla U.), Gerald P. Lietz (DePaul U.),
Gordon Lind (Utah State U.), S. Livingston (U. of Wisconsin, Milwaukee), Jorge Lopez (U. of
Texas, El Paso), Elihu Lubkin (U. of Wisconsin, Milwaukee), Robert Luke (Boise State U.), David
Lynch (Iowa State U.), Michael Lysak (San Bernardino Valley C.), Jeffrey Mallow (Loyola U.),
Robert Mania (Kentucky State U.), Robert Marchina (U. of Memphis), David Markowitz (U. of
Connecticut), Philip Matheson (Utah Valley U.), R. J. Maurer, Oren Maxwell (Florida International
U.), Joseph L. McCauley (U. of Houston), T. K. McCubbin, Jr. (Pennsylvania State U.), Charles
McFarland (U. of Missouri at Rolla), James Mcguire (Tulane U.), Lawrence McIntyre (U. of
Arizona), Fredric Messing (Carnegie Mellon U.), Thomas Meyer (Texas A&M U.), Andre Mirabelli
(St. Peter’s C., New Jersey), Herbert Muether (SUNY, Stony Brook), Jack Munsee (California State
U., Long Beach), Lorenzo Narducci (Drexel U.), Van E. Neie (Purdue U.), Forrest Newman
(Sacramento City C.), David A. Nordling (U.S. Naval Academy), Benedict Oh (Pennsylvania State
U.), L. O. Olsen, Michael Ottinger (Missouri Western State U.), Russell Palma (Minnesota State U.,
Mankato), Jim Pannell (DeVry Institute of Technology), Neeti Parashar (Purdue U., Calumet), W. F.
Parks (U. of Missouri), Robert Paulson (California State U., Chico), Jerry Peacher (U. of Missouri at
Rolla), Arnold Perlmutter (U. of Miami), Lennart Peterson (U. of Florida), R. J. Peterson (U. of
 PREFACE    xi

Colorado, Boulder), R. Pinkston, Ronald Poling (U. of Minnesota), Yuri Popov (U. of Michigan), J. G.
Potter, C. W. Price (Millersville U.), Francis Prosser (U. of Kansas), Shelden H. Radin, Roberto
Ramos (Drexel U.), Michael Rapport (Anne Arundel Comm. C.), R. Resnick, James A. Richards, Jr.,
John S. Risley (North Carolina State U.), Francesc Roig (UC, Santa Barbara), T. L. Rokoske,
Richard Roth (Eastern Michigan U.), Carl Rotter (U. of West Virginia), S. Clark Rowland (Andrews
U.), Rajarshi Roy (Georgia Institute of Technology), Russell A. Roy (Santa Fe Comm. C.), Desi
Saludes (Hillsborough Comm. C.), Thomas Sandin (North Carolina A&T State U.), Dhiraj Sardar
(U. of Texas, San Antonio), Tumer Sayman (Eastern Michigan U.), Bruce Schumm (UC, Santa
Cruz), Melvin Schwartz (St. John’s U.), F. A. Scott, L. W. Seagondollar, Paul Shand (U. of Northern
Iowa), Stan Shepherd (Pennsylvania State U.), Douglas Sherman (San Jose State U.), Bruce
Sherwood (Carnegie Mellon U.), Hugh Siefkin (Greenville C.), Christopher Sirola (U. of Southern
Mississippi), Tomasz Skwarnicki (Syracuse U.), C. P. Slichter, Jason Slinker (U. of Texas, Dallas),
Charles W. Smith (U. of Maine, Orono), Malcolm Smith (U. of Lowell), Ross Spencer (Brigham
Young U.), Julien Sprott (U. of Wisconsin), Victor Stanionis (Iona C.), James Stith (American
Institute of Physics), Chuck Stone (North Carolina A&T State U.), Edward Strother (Florida
Institute of Technology), Conley Stutz (Bradley U.), Albert Stwertka (U.S. Merchant Marine
Academy), Kenneth Szpara-DeNisco (Harrisburg Area Comm. C.), Devki Talwar (Indiana U. of
Pennsylvania), Fiorella Terenzi (Florida International U.), Martin Tiersten (CUNY, City C.), David
Toot (Alfred U.), Greg Trayling (Rochester Institute of Technology), Somdev Tyagi (Drexel U.),
Matthew Vannette (Saginaw Valley State U.), Eswara Venugopal (U. of Detroit, Mercy),
F. Verbrugge, Helmut Vogel (Carnegie Mellon U.), Aaron Warren (Purdue U., North Central), Robert
Webb (Texas A&M U.), Thomas Weber (Iowa State U.), M. Russell Wehr (Pennsylvania State U.),
Robert Weidman (Michigan Technical U.), Dan Whalen (UC, San Diego), Lester V. Whitney,
Thomas Wiggins (Pennsylvania State U.), Robyn Wilde (Oregon Institute of Technology), David
Willey (U. of Pittsburgh, Johnstown), George Williams (U. of Utah), John Williams (Auburn U.),
Stanley Williams (Iowa State U.), Jack Willis, Suzanne Willis (Northern Illinois U.), Robert Wilson
(San Bernardino Valley C.), L. Wolfenstein, James Wood (Palm Beach Junior C.), Lowell Wood (U.
of Houston), R. E. Worley, D. H. Ziebell (Manatee Comm. C.), George O. Zimmerman (Boston U.)

In addition, I would like to thank my past and present colleagues at UCSB, including Rob Geller,
Carl Gwinn, Al Nash, Elisabeth Nicol, and Francesc Roig, for their wholehearted support and for many
helpful discussions. I owe a special debt of gratitude to my early teachers Willa Ramsay, Peter Zim-
merman, William Little, Alan Schwettman, and Dirk Walecka for showing me what clear and engaging
physics teaching is all about, and to Stuart Johnson for inviting me to become a coauthor of University
Physics beginning with the Ninth Edition. Special acknowledgments go out to Lewis Ford for the
huge and essential task of creating the revised end-of-chapter problem sets, and to Wayne Anderson,
who carefully reviewed all of the new problems and solved them, and updated the Instructor’s Solu-
tions Manual. Thanks also go to Michael Faux, Elizabeth Holden, and Tom Sandin for their numerous
contributions to the end-of-chapter problems. I want to express special thanks to the editorial staff
at Pearson: to Jeanne Zalesky for her editorial vision; to Alice Houston for her keen eye and careful
development of this edition; to Karen Karlin, Margot Otway, Joanna Dinsmore, and Jason Harlow for
their careful reading of the page proofs; and to Martha Steele for keeping the editorial and production
pipelines flowing. Most of all, I want to express my gratitude and love to my wife, Caroline, to whom I
dedicate my contribution to this book. Hey, Caroline, the new edition’s done at last—let’s go flying!

PLEASE TELL ME WHAT YOU THINK!

I welcome communications from students and professors, especially concerning errors or
deficiencies that you find in this edition. The late Hugh Young and I have devoted a lot of
time and effort to writing the best book we know how to write, and I hope it will help as
you teach and learn physics. In turn, you can help me by letting me know what still needs
to be improved! Please feel free to contact me either electronically or by ordinary mail.
Your comments will be greatly appreciated.
August 2018
Roger A. Freedman
Department of Physics
University of California, Santa Barbara
Santa Barbara, CA 93106-9530
airboy@physics.ucsb.edu
http://www.physics.ucsb.edu/~airboy/
Twitter: @RogerFreedman
BRIEF CONTENTS
MECHANICS 27 Magnetic Field and Magnetic Forces 878

1 Units, Physical Quantities, and Vectors 1 28 Sources of Magnetic Field 918

2 Motion Along a Straight Line 34 29 Electromagnetic Induction 953

3 Motion in Two or Three Dimensions 66 30 Inductance 988

4 Newton’s Laws of Motion 100 31 Alternating Current 1018

5 Applying Newton’s Laws 129 32 Electromagnetic Waves 1048

6 Work and Kinetic Energy 171

OPTICS
7 Potential Energy and Energy Conservation 201
8 Momentum, Impulse, and Collisions 235 33 The Nature and Propagation of Light 1077

9 Rotation of Rigid Bodies 272 34 Geometric Optics 1110

10 Dynamics of Rotational Motion 302 35 Interference 1159

11 Equilibrium and Elasticity 337 36 Diffraction 1185

12 Fluid Mechanics 366

MODERN PHYSICS
13 Gravitation 395
14 Periodic Motion 429
37 Relativity 1217
38 Photons: Light Waves Behaving as Particles 1253
WAVES/ACOUSTICS 39 Particles Behaving as Waves 1279

15 Mechanical Waves 464 40 Quantum Mechanics I: Wave Functions 1321

16 Sound and Hearing 501 41 Quantum Mechanics II: Atomic Structure 1360
42 Molecules and Condensed Matter 1408
THERMODYNAMICS 43 Nuclear Physics 1442

17 Temperature and Heat 541 44 Particle Physics and Cosmology 1483

18 Thermal Properties of Matter 579

19 The First Law of Thermodynamics 613
20 The Second Law of Thermodynamics 642
APPENDICES
A The International System of Units A-1
ELECTROMAGNETISM B Useful Mathematical Relations A-3
21 Electric Charge and Electric Field 678 C The Greek Alphabet A-4
D Periodic Table of the Elements A-5
22 Gauss’s Law 718 E Unit Conversion Factors A-6
23 Electric Potential 747 F Numerical Constants A-7

24 Capacitance and Dielectrics 781 Answers to Odd-Numbered Problems A-9

25 Current, Resistance, and Electromotive Force 812 CreditsC-1
IndexI-1
26 Direct-Current Circuits 844

VOLUME 1: Chapters 1–20 • VOLUME 2: Chapters 21–37 • VOLUME 3: Chapters 37–44

DETAILED CONTENTS

MECHANICS

1 UNITS, PHYSICAL QUANTITIES,

AND VECTORS 1
1.1 The Nature of Physics 1
1.2 Solving Physics Problems 2
1.3 Standards and Units 3
1.4 Using and Converting Units 6
1.5 Uncertainty and Significant Figures 8
1.6 Estimates and Orders of Magnitude 10
1.7 Vectors and Vector Addition 10
1.8 Components of Vectors 14
1.9 Unit Vectors 18
1.10 Products of Vectors 19
Summary 25
Guided Practice 26
4.6 Free-Body Diagrams 119
Questions/Exercises/Problems 27
Summary 121
Guided Practice 121
2 MOTION ALONG Questions/Exercises/Problems 123
A STRAIGHT LINE 34
2.1
Displacement, Time, and 5 APPLYING NEWTON’S LAWS 129
Average Velocity 34 5.1 Using Newton’s First Law:
2.2 Instantaneous Velocity 37 Particles in Equilibrium 129
2.3 Average and Instantaneous Acceleration 40 5.2 Using Newton’s Second Law:
2.4 Motion with Constant Acceleration 44 Dynamics of Particles 134
2.5 Freely Falling Objects 50 5.3 Friction Forces 141
2.6 Velocity and Position by Integration 53 5.4 Dynamics of Circular Motion 149
Summary 56 5.5 The Fundamental Forces of Nature 154
Guided Practice 57 Summary 156
Questions/Exercises/Problems 58 Guided Practice 157
Questions/Exercises/Problems 158
3 MOTION IN TWO
OR THREE DIMENSIONS 66 6 WORK AND KINETIC ENERGY 171
3.1 Position and Velocity Vectors 66 6.1 Work 171
3.2 The Acceleration Vector 69 6.2 Kinetic Energy and the Work–Energy
3.3 Projectile Motion 74 Theorem176
3.4 Motion in a Circle 81 6.3 Work and Energy with Varying Forces 181
3.5 Relative Velocity 84 6.4 Power 187
Summary 90 Summary 190
Guided Practice 91 Guided Practice 191
Questions/Exercises/Problems 92 Questions/Exercises/Problems 192

4 NEWTON’S LAWS OF MOTION 100 7 POTENTIAL ENERGY

AND ENERGY CONSERVATION 201
4.1 Force and Interactions 100
4.2 Newton’s First Law 103 7.1 Gravitational Potential Energy 201
4.3 Newton’s Second Law 107 7.2 Elastic Potential Energy 210
4.4 Mass and Weight 113 7.3 Conservative and Nonconservative Forces 215
4.5 Newton’s Third Law 115 7.4 Force and Potential Energy 219

xii
 DETAILED CONTENTS    xiii

7.5 Energy Diagrams 222 10.7 Gyroscopes and Precession 322

Summary 224 Summary 325
Guided Practice 225 Guided Practice 326
Questions/Exercises/Problems 226 Questions/Exercises/Problems 327

8 MOMENTUM, IMPULSE, 11 EQUILIBRIUM AND ELASTICITY 337

AND COLLISIONS 235
11.1 Conditions for Equilibrium 337
8.1 Momentum and Impulse 235 11.2 Center of Gravity 338
8.2 Conservation of Momentum 241 11.3 Solving Rigid-Body Equilibrium Problems 341
8.3 Momentum Conservation and Collisions 245 11.4 Stress, Strain, and Elastic Moduli 345
8.4 Elastic Collisions 249 11.5 Elasticity and Plasticity 351
8.5 Center of Mass 253 Summary 353
8.6 Rocket Propulsion 256 Guided Practice 354
Summary 260 Questions/Exercises/Problems 355
Guided Practice 261
Questions/Exercises/Problems 262 12 FLUID MECHANICS 366
12.1 Gases, Liquids, and Density 366
12.2 Pressure in a Fluid 368
12.3 Buoyancy 373
12.4 Fluid Flow 376
12.5 Bernoulli’s Equation 378
12.6 Viscosity and Turbulence 382
Summary 385
Guided Practice 386
Questions/Exercises/Problems 387

13 GRAVITATION 395
13.1 Newton’s Law of Gravitation 395
13.2 Weight 399
13.3 Gravitational Potential Energy 402
13.4 The Motion of Satellites 404
9 ROTATION OF RIGID BODIES 272 13.5 Kepler’s Laws and the Motion of Planets 407
9.1 Angular Velocity and Acceleration 272 13.6 Spherical Mass Distributions 411
9.2 Rotation with Constant Angular Acceleration 277 13.7 Apparent Weight and the Earth’s Rotation 414
9.3 Relating Linear and Angular Kinematics 279 13.8 Black Holes 415
9.4 Energy in Rotational Motion 282 Summary 419
9.5 Parallel-Axis Theorem 287 Guided Practice 420
9.6 Moment-of-Inertia Calculations 289 Questions/Exercises/Problems 421
Summary 291
Guided Practice 292 14 PERIODIC MOTION 429
Questions/Exercises/Problems 293
14.1 Describing Oscillation 429
14.2 Simple Harmonic Motion 431
10 DYNAMICS OF ROTATIONAL 14.3 Energy in Simple Harmonic Motion 438
MOTION 302 14.4 Applications of Simple Harmonic Motion 442
10.1 Torque 302 14.5 The Simple Pendulum 446
10.2 Torque and Angular Acceleration for a 14.6 The Physical Pendulum 447
Rigid Body 305 14.7 Damped Oscillations 449
10.3 Rigid-Body Rotation About a Moving Axis 308 14.8 Forced Oscillations and Resonance 451
10.4 Work and Power in Rotational Motion 314 Summary 453
10.5 Angular Momentum 316 Guided Practice 455
10.6 Conservation of Angular Momentum 319 Questions/Exercises/Problems 456
xiv    DETAILED CONTENTS

WAVES/ACOUSTICS 18.6 Phases of Matter 599

Summary 602
Guided Practice 603
15 MECHANICAL WAVES 464 Questions/Exercises/Problems 604
15.1Types of Mechanical Waves 464
15.2Periodic Waves 466 19 THE FIRST LAW
15.3Mathematical Description of a Wave 469 OF THERMODYNAMICS 613
15.4Speed of a Transverse Wave 474
15.5Energy in Wave Motion 478 19.1Thermodynamic Systems 613
15.6Wave Interference, Boundary Conditions, 19.2Work Done During Volume Changes 615
and Superposition 481 19.3Paths Between Thermodynamic States 617
15.7 Standing Waves on a String 483 19.4Internal Energy and the First Law
15.8 Normal Modes of a String 486 of Thermodynamics 618
Summary 491 19.5 Kinds of Thermodynamic Processes 623
Guided Practice 492 19.6 Internal Energy of an Ideal Gas 625
Questions/Exercises/Problems 493 19.7 Heat Capacities of an Ideal Gas 626
19.8 Adiabatic Processes for an Ideal Gas 629
Summary 632
16 SOUND AND HEARING 501 Guided Practice 633
16.1 Sound Waves 501 Questions/Exercises/Problems 634
16.2 Speed of Sound Waves 506
16.3 Sound Intensity 510
16.4 Standing Sound Waves and Normal Modes 514
16.5 Resonance and Sound 518
16.6 Interference of Waves 520
16.7 Beats 522
16.8 The Doppler Effect 524
16.9 Shock Waves 529
Summary 531
Guided Practice 533
Questions/Exercises/Problems 534

THERMODYNAMICS

17 TEMPERATURE AND HEAT 541

17.1 Temperature and Thermal Equilibrium 541
17.2 Thermometers and Temperature Scales 543
17.3 Gas Thermometers and the Kelvin Scale 545
17.4 Thermal Expansion 547 20 THE SECOND LAW
17.5 Quantity of Heat 552 OF THERMODYNAMICS 642
17.6 Calorimetry and Phase Changes 555
17.7 Mechanisms of Heat Transfer 561 20.1 Directions of Thermodynamic
Summary 568 Processes 642
Guided Practice 569 20.2 Heat Engines 644
Questions/Exercises/Problems 570 20.3 Internal-Combustion Engines 647
20.4 Refrigerators 649
20.5 The Second Law of Thermodynamics 651
18 THERMAL PROPERTIES OF MATTER 579
20.6 The Carnot Cycle 653
18.1 Equations of State 579 20.7 Entropy 659
18.2 Molecular Properties of Matter 585 20.8 Microscopic Interpretation of Entropy 665
18.3 Kinetic-Molecular Model of an Ideal Gas 588 Summary 669
18.4 Heat Capacities 594 Guided Practice 670
18.5 Molecular Speeds 597 Questions/Exercises/Problems 671
 DETAILED CONTENTS    xv

ELECTROMAGNETISM

21 ELECTRIC CHARGE
AND ELECTRIC FIELD 678
21.1 Electric Charge 679
21.2 Conductors, Insulators, and Induced Charges 682
21.3 Coulomb’s Law 685
21.4 Electric Field and Electric Forces 690
21.5 Electric-Field Calculations 694
21.6 Electric Field Lines 700
21.7 Electric Dipoles 701
Summary 706
Guided Practice 707
Questions/Exercises/Problems 708

22 GAUSS’S LAW 718 25.4 Electromotive Force and Circuits 822

22.1 Charge and Electric Flux 718 25.5 Energy and Power in Electric Circuits 828
22.2 Calculating Electric Flux 721 25.6 Theory of Metallic Conduction 832
22.3 Gauss’s Law 725 Summary 835
22.4 Applications of Gauss’s Law 729 Guided Practice 836
22.5 Charges on Conductors 734 Questions/Exercises/Problems 837
Summary 738
Guided Practice 739 26 DIRECT-CURRENT CIRCUITS 844
Questions/Exercises/Problems 740
26.1 Resistors in Series and Parallel 844
26.2 Kirchhoff’s Rules 849
23 ELECTRIC POTENTIAL 747 26.3 Electrical Measuring Instruments 854
23.1 Electric Potential Energy 747 26.4 R-C Circuits 858
23.2 Electric Potential 754 26.5 Power Distribution Systems 863
23.3 Calculating Electric Potential 760 Summary 867
23.4 Equipotential Surfaces 764 Guided Practice 868
23.5 Potential Gradient 767 Questions/Exercises/Problems 869
Summary 770
Guided Practice 771 27 MAGNETIC FIELD AND
Questions/Exercises/Problems 772 MAGNETIC FORCES 878
27.1 Magnetism 878
24 CAPACITANCE AND DIELECTRICS 781 27.2 Magnetic Field 880
24.1 Capacitors and Capacitance 782 27.3 Magnetic Field Lines and Magnetic Flux 884
24.2 Capacitors in Series and Parallel 786 27.4 Motion of Charged Particles
24.3 Energy Storage in Capacitors and in a Magnetic Field 888
Electric-Field Energy 790 27.5 Applications of Motion of Charged Particles 891
24.4 Dielectrics 793 27.6 Magnetic Force on a Current-Carrying
24.5 Molecular Model of Induced Charge 799 Conductor 893
24.6 Gauss’s Law in Dielectrics 801 27.7 Force and Torque on a Current Loop 897
Summary 802 27.8 The Direct-Current Motor 902
Guided Practice 803 27.9 The Hall Effect 904
Questions/Exercises/Problems 804 Summary 906
Guided Practice 907
Questions/Exercises/Problems 908
25 CURRENT, RESISTANCE,
AND ELECTROMOTIVE FORCE 812
25.1 Current 813 28 SOURCES OF MAGNETIC FIELD 918
25.2 Resistivity 816 28.1 Magnetic Field of a Moving Charge 918
25.3 Resistance 819 28.2 Magnetic Field of a Current Element 921
xvi    DETAILED CONTENTS

28.3Magnetic Field of a Straight Current-Carrying 32.4 Energy and Momentum in

Conductor 923 Electromagnetic Waves 1061
28.4 Force Between Parallel Conductors 926 32.5 Standing Electromagnetic Waves 1066
28.5 Magnetic Field of a Circular Current Loop 927 Summary 1069
28.6 Ampere’s Law 930 Guided Practice 1070
28.7 Applications of Ampere’s Law 933 Questions/Exercises/Problems 1071
28.8 Magnetic Materials 937
Summary 942 OPTICS
Guided Practice 943
Questions/Exercises/Problems 944
33 THE NATURE AND
PROPAGATION OF LIGHT 1077
29 ELECTROMAGNETIC INDUCTION 953
33.1 The Nature of Light 1077
29.1 Induction Experiments 954 33.2 Reflection and Refraction 1079
29.2 Faraday’s Law 955 33.3 Total Internal Reflection 1085
29.3 Lenz’s Law 962 33.4 Dispersion 1088
29.4 Motional emf 965 33.5 Polarization 1090
29.5 Induced Electric Fields 967 33.6 Scattering of Light 1097
29.6 Eddy Currents 969 33.7 Huygens’s Principle 1099
29.7 Displacement Current and Maxwell’s Equations 970 Summary 1101
29.8 Superconductivity 975 Guided Practice 1102
Summary 977 Questions/Exercises/Problems 1103
Guided Practice 978
Questions/Exercises/Problems 979 34 GEOMETRIC OPTICS 1110
34.1 Reflection and Refraction at a Plane Surface 1110
30 INDUCTANCE 988 34.2 Reflection at a Spherical Surface 1114
34.3 Refraction at a Spherical Surface 1122
30.1 Mutual Inductance 988 34.4 Thin Lenses 1127
30.2 Self-Inductance and Inductors 992 34.5 Cameras 1135
30.3 Magnetic-Field Energy 995 34.6 The Eye 1138
30.4 The R-L Circuit 998 34.7 The Magnifier 1142
30.5 The L-C Circuit 1002 34.8 Microscopes and Telescopes 1143
30.6 The L-R-C Series Circuit 1007 Summary 1148
Summary 1009 Guided Practice 1149
Guided Practice 1010 Questions/Exercises/Problems 1150
Questions/Exercises/Problems 1011
35 INTERFERENCE 1159
31 ALTERNATING CURRENT 1018 35.1 Interference and Coherent Sources 1159
31.1 Phasors and Alternating Currents 1018 35.2 Two-Source Interference of Light 1163
31.2 Resistance and Reactance 1022
31.3 The L-R-C Series Circuit 1027
31.4 Power in Alternating-Current Circuits 1031
31.5 Resonance in Alternating-Current Circuits 1034
31.6 Transformers 1036
Summary 1040
Guided Practice 1041
Questions/Exercises/Problems 1042

32 ELECTROMAGNETIC WAVES 1048

32.1 Maxwell’s Equations and
Electromagnetic Waves 1048
32.2 Plane Electromagnetic Waves
and the Speed of Light 1052
32.3 Sinusoidal Electromagnetic Waves 1057
 DETAILED CONTENTS    xvii

35.3 Intensity in Interference Patterns 1166

35.4 Interference in Thin Films 1170
T-bacteriophage viruses 100 nm = 0.1 Mm
35.5 The Michelson Interferometer 1175
Summary 1177
Guided Practice 1178
Questions/Exercises/Problems 1179
Viral

36 DIFFRACTION 1185 DNA

36.1 Fresnel and Fraunhofer Diffraction 1185

36.2 Diffraction from a Single Slit 1187
36.3 Intensity in the Single-Slit Pattern 1190
36.4 Multiple Slits 1194
36.5 The Diffraction Grating 1196
36.6 X-Ray Diffraction 1200
36.7 Circular Apertures and Resolving Power 1203
36.8 Holography 1206 39.3 Energy Levels and the Bohr Model
Summary 1208 of the Atom 1290
Guided Practice 1208 39.4 The Laser 1300
Questions/Exercises/Problems 1209 39.5 Continuous Spectra 1303
39.6 The Uncertainty Principle Revisited 1308
MODERN PHYSICS Summary 1311
Guided Practice 1312
Questions/Exercises/Problems 1313
37 RELATIVITY 1217
37.1 Invariance of Physical Laws 1217 40 QUANTUM MECHANICS I:
37.2 Relativity of Simultaneity 1220 WAVE FUNCTIONS 1321
37.3 Relativity of Time Intervals 1222
37.4 Relativity of Length 1227 40.1 Wave Functions and the One-Dimensional
37.5 The Lorentz Transformations 1231 Schrödinger Equation 1321
37.6 The Doppler Effect for Electromagnetic Waves 1235 40.2 Particle in a Box 1331
37.7 Relativistic Momentum 1237 40.3 Potential Wells 1336
37.8 Relativistic Work and Energy 1239 40.4 Potential Barriers and Tunneling 1340
37.9 Newtonian Mechanics and Relativity 1243 40.5 The Harmonic Oscillator 1343
Summary 1244 40.6 Measurement in Quantum Mechanics 1347
Guided Practice 1245 Summary 1350
Questions/Exercises/Problems 1246 Guided Practice 1351
Questions/Exercises/Problems 1353
38 PHOTONS: LIGHT WAVES
BEHAVING AS PARTICLES 1253 41 QUANTUM MECHANICS II:
38.1Light Absorbed as Photons: ATOMIC STRUCTURE 1360
The Photoelectric Effect 1253 41.1 The Schrödinger Equation in Three
38.2 Light Emitted as Photons: X-Ray Production 1259 Dimensions 1360
38.3 Light Scattered as Photons: Compton 41.2 Particle in a Three-Dimensional Box 1362
Scattering and Pair Production 1262 41.3 The Hydrogen Atom 1367
38.4 Wave–Particle Duality, Probability, 41.4 The Zeeman Effect 1375
and Uncertainty 1265 41.5 Electron Spin 1378
Summary 1272 41.6 Many-Electron Atoms and the
Guided Practice 1273 Exclusion Principle 1385
Questions/Exercises/Problems 1274 41.7 X-Ray Spectra 1392
41.8 Quantum Entanglement 1395
Summary 1399
39 PARTICLES BEHAVING AS WAVES 1279
Guided Practice 1400
39.1 Electron Waves 1279 Questions/Exercises/Problems 1401
39.2 The Nuclear Atom and Atomic Spectra 1285
xviii    DETAILED CONTENTS

42 MOLECULES AND 44 PARTICLE PHYSICS

CONDENSED MATTER 1408 AND COSMOLOGY 1483
42.1 Types of Molecular Bonds 1408 44.1 Fundamental Particles—A History 1483
42.2 Molecular Spectra 1411 44.2 Particle Accelerators and Detectors 1488
42.3 Structure of Solids 1415 44.3 Particles and Interactions 1492
42.4 Energy Bands 1418 44.4 Quarks and Gluons 1498
42.5 Free-Electron Model of Metals 1421 44.5 The Standard Model and Beyond 1502
42.6 Semiconductors 1425 44.6 The Expanding Universe 1504
42.7 Semiconductor Devices 1428 44.7 The Beginning of Time 1511
42.8 Superconductivity 1433 Summary 1519
Summary 1433 Guided Practice 1520
Guided Practice 1434 Questions/Exercises/Problems 1521
Questions/Exercises/Problems 1435

43 NUCLEAR PHYSICS 1442 APPENDICES

43.1 Properties of Nuclei 1442 A The International System of Units A-1
43.2 Nuclear Binding and Nuclear Structure 1447 B Useful Mathematical Relations A-3
43.3 Nuclear Stability and Radioactivity 1452 C The Greek Alphabet A-4
43.4 Activities and Half-Lives 1459 D Periodic Table of the Elements A-5
43.5 Biological Effects of Radiation 1463 E Unit Conversion Factors A-6
43.6 Nuclear Reactions 1465 F Numerical Constants A-7
43.7 Nuclear Fission 1468
43.8 Nuclear Fusion 1472 Answers to Odd-Numbered Problems A-9
Summary 1475 CreditsC-1
Guided Practice 1476 IndexI-1
Questions/Exercises/Problems 1477